Exploring the Interplay of Free Extensive Voluntary ESL Reading with Intensive Reading of Arabic Native Speakers

Autor/inn/en	Alsheikh, Negmeldin; Alhabbash, Maha Omar; Liu, Xu; AlOthali, Safa Ahmed; Mohammedi, Najah Obaid Al
Titel	Exploring the Interplay of Free Extensive Voluntary ESL Reading with Intensive Reading of Arabic Native Speakers
Quelle	In: International Journal of Instruction, 13 (2020) 4, S.295-314 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1694-609X
Schlagwörter	Reading Processes; Reading Habits; Literacy Education; Semitic Languages; Native Speakers; Foreign Countries; Student Attitudes; Reading Attitudes; Graduate Students; Correlation; Language Proficiency; Native Language; English (Second Language); Second Language Learning; Second Language Instruction; Recreational Reading; United Arab Emirates + Suchen Sie Ihr Suchwort? Leseprozess; Reading habit; Lesegewohnheit; Arabisch; Hebräisch; Muttersprachler; Ausland; Schülerverhalten; Reading behavior; Rading behaviour; Leseverhalten; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Korrelation; Language skill; Language skills; Sprachkompetenz; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Häusliche Lektüre; Vereinigte Arabische Emirate
Abstract	The posing of Intensive Reading (IR) as a fundamental rudimentary reading act and the endorsement of Extensive Reading (ER) as supplemental reading practice seems to be essential for literacy educators. This study tried to unearth the nature of the interplay between intensive and extensive reading as experienced by graduate Arabic native speakers in the United Arab Emirates. Moreover, the study aimed at capturing the students' views about the roles of the intensive reading and extensive reading in shaping their reading experiences. The study employed a sequential explanatory mixed method design. The first phase of the study featured a questionnaire that was collected from students (n=50) followed by interviewing students (n=4) in the second phase. The results revealed that graduate students dealt with reading as a discursive act where they gained from the interplay between the (IR) and (ER). The students viewed the relationship between (IR) and (ER) as reciprocal and hence (IR) promoted (ER) and vice versa. Nonetheless, the nature of the overt instruction and the pre-selected materials used by instructors are viewed as obstructive to the natural flow of (ER). The study recommends that (ER) and (IR) should be treated as part of the continuum in literacy process. (As Provided).
Anmerkungen	International Journal of Instruction. Eskisehir Osmangazi University, Faculty of Education, Eskisehir, 26480, Turkey. e-mail: iji@ogu.edu.tr; Web site: http://www.e-iji.net
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01